The interaction of neurobiological, physiological, familial and social factors to an understanding of developmental psychopathology is the focus of this course. Emphasis is given to etiology and clinical assessment issues.

This course focuses on the cognitive and academic components of comprehensive cognitive assessment. The conceptualization and clinical skills in assessing cognitive processes and their application to the assessment of neurodevelopmental disorders (e.g., Specific Learning Disorders, ADHD, ASD, FASD) will be examined. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course provides practical training in clinical and diagnostic interviewing. Through role-play, direct observation, and in-vivo practice, students will learn how to conduct assessment and diagnostic interviews, and clinical dialogues with children and adults. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course covers non-parametric and parametric hypothesis testing and estimation, analysis of variance and covariance, and multiple correlation and multiple regression. Current controversial issues are presented.

This doctoral course examines historical developments and selected contemporary policy domains in Canada. Topics may include policies affecting children, families, the elderly, Indigenous peoples, the mentally and physically disabled, and one parent families. The course also addresses the interplay between social and psychological research and policy formation, as well as the use of social policy as an instrument of social change.

This course emphasizes the use of multivariate techniques in psychological research. Both predictive (e.g., regression, canonical correlation, discriminant analysis, MANOVA) and reduction (e.g., factor analysis, multidimensional scaling, cluster analysis) techniques are considered in addition to the use of both observed and latent variable structural models.

An independent in-depth study of current theoretical and empirical issues in the student's area of specialization.

An independent in-depth study of current theoretical and empirical issues in the student's area of specialization.

A critical examination of current problems relating to conceptual and methodological developments in an area of psychology.

A critical examination of current problems relating to conceptual and methodological developments in an area of psychology.

Students will gain 2-3 days per week of supervised experience in a setting related to their field of specialization.

See PSYC*6471 . Students work four to five days a week in the selected setting.

See PSYC*6471. This course is intended for students who wish to gain additional practicum experience after completing the requirements for PSYC*6471/PSYC*6472. Students work one day a week in the selected setting.

An in-depth review of current theoretical and empirical developments in topic areas related to the student's area of specialization.

An in-depth review of current theoretical and empirical developments in topic areas related to the student's area of specialization. The course requirements may include the completion of an empirical research project.

This course introduces foundations of practice in conducting psychotherapy with children and adolescents, highlighting evidence-based practice. Major models of child/adolescent psychotherapy and case conceptualization are introduced. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course will consider newly emerging developments in child and adolescent psychotherapy, as well as issues of power relationships, cultural sensitivity and empirical support. In preparation, students should endeavor to complete two therapy cases prior to the commencement of the course. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course examines issues in the areas of cognitive, social, and emotional development. Specific research topics and theoretical issues concerning the nature of development are discussed.

This course emphasizes those techniques most frequently used in applied and field settings. These include: quasi-experimental designs, survey research, interviewing, questionnaire design, observational techniques, and other more qualitative methods.

This course considers standards, ethics, uses and interpretation of selected intelligence and other cognitive tests. Students administer tests, score, interpret and write reports under supervision. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course considers projectives, questionnaires, observations and interviews for assessing children's personality and behaviour. Students administer tests, score, interpret and write reports under supervision. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course will expose graduate students to some of the major theories, issues and methodologies driving research in the broad field of Neuroscience and Applied Cognitive Science. Students will learn to critically evaluate presentations by researchers as well as to communicate the results of their own research, in both a written and oral format. All first year master's students in NACS are required to enroll in this course in both the fall and winter semesters.

This course surveys applications of cognitive science to the problem of optimizing human performance. Topics of discussion will include human-system interactions (including Human-Computer and Human-Vehicle), education, and cognitive rehabilitation.

This course will expose graduate students to some of the major theories, issues and methodologies driving the research broad field of Neuroscience and Applied Cognitive Science. Students will learn to critically evaluate presentations by researchers in this field as well as to communicate the results of their own research, in both a written and oral format. All second year master's and doctoral students in NACS are required to enroll in this course each fall and winter semester of their graduate program until they graduate.

Cognitive Science is an inter-disciplinary field that encompasses cognitive psychology, neuroscience, philosophy, and computer science. The foundational issues and basic methodologies that define cognitive science will be discussed, with specific examples from perception, learning, memory, language, decision-making, and problem solving.

This course reviews the major theories, issues and methodologies guiding contemporary research in human memory and related aspects of human cognition. Topics include the encoding and retrieval of information, the nature of representations in memory, classifications of memory, and applications to reading and eyewitness testimony.

This course reviews the major theories, issues, and methodologies guiding contemporary research in the neurobiology of learning.

This course focuses on current developments in neuropsychology. Particular emphasis is placed on the aphasias, apraxias, memory disorders, and disorders of movement.

This course provides an introduction to a variety of methods of social program evaluation and to the process of consultation with program staff.

Relevant issues in the application of professional ethical standards to the practice of psychology, including consultation, field research, intervention, and decision-making models are discussed in this half course. Depending on the particular faculty and students involved, discussion emphasizes specific applications to I/O, applied social, clinical child and adolescent psychology or neurocience and applied cognitive science.

This companion course to PSYC*6880, Ethics in Psychology, provides an introduction to the Provincial and Federal legislation governing the practice of psychology. Students will become familiar with legislation relevant to professional practice with children and adults in hospital, educational, community, and other settings.

This doctoral course examines the philosophical and metatheoretical issues involved in the scientific analysis of human experience. Both the historical context of these issues and the status of current metatheoretical debates are covered.

The purpose of this course is to introduce students to critical approaches to applied social psychology. The course will address theoretical traditions and methodologies that take as their starting point a reflexive critique and evaluation of culture, society, and its institutions.

This course will critically examine theoretical approaches and research in the field of applied social psychology with a particular focus on work aimed at generating intervention strategies intended to ameliorate social and practical problems. The course will also consider implications for social policy.

The purpose of this course is to conceptualize community and cultural psychological work in the context of global citizenship. The course will cover theory and methods for addressing such issues as community health, poverty, violence, immigration, diversity and acculturation, in an interconnected, interdependent and globalized world.

This course is an in-depth examination of statistical approaches used in psychology, with an emphasis on experimental research designs with discrete independent variables (e.g., t-test, ANOVA, general linear model), and how these approaches address ongoing statistical challenges faced by psychological researchers, such as replication and generalizability.

The purpose of this course is to provide students with foundational knowledge and skills to conduct qualitative research in psychology. Approaches that will be covered may include discursive psychology, critical discourse analysis, grounded theory, thematic analysis, ethnography, and interpretive phenomenological analysis.

The course explores organizational issues in the recruitment and selection of new employees. Topics may include: individual differences, human rights, survey-based job analysis, recruitment methods and outcomes, selection methods and outcomes, hiring, decision making and employee placement/classification.

This course focuses on issues that relate to employee performance. Individuals and organizations are interested in maximizing the contributions of employees at work. This course focuses on performance-based job analysis, criterion theory, performance management/appraisal, employee socialization, compensation, benefits, technology, and labour relations.

This course examines micro-level influences on organizational behaviour. Topics may include: organizational commitment, job satisfaction, emotions, other work attitudes and attitude change, organizational citizenship behaviours, withdrawal behaviours, employee well-being, deviance, and work-life integration.

This course examines social processes in the workplace. Topics may include: groups, teams, and intergroup processes; justice; diversity in the workplace; prejudice and discrimination; harassment and unethical behaviour; climate, culture change; and, organizational development.

This course will expose graduate students to some of the major theories, issues, and methodologies driving research in the field of Industrial/Organizational psychology. Students will learn to critically evaluate presentations by researchers in this field, as well as to communicate the results of their own research, in both written and an oral format. All students are required to enroll in this course.

Concepts and applications of classical measurement theory, especially reliability and validity of tests and measurements used in applied psychology. Principles of test construction, standardization, norming, administration, and interpretation are discussed, as well as integration of test information and its use in decision making.

The course introduces students to consulting in I/O Psychology through actual consulting projects with local organization. Topics include: marketing consulting services, understanding consulting, client and project management. Specific projects will vary from semester to semester based on work secured with local organizations (e.g. training, surveys, coaching).

This course introduces graduate students to a broad range of topics in Industrial/Organizational psychology. It emphasizes researcher-practitioner issues, consumer behaviour, professionalism, ethics, and theory building. As well, graduate students will learn about contemporary issues in I-O Psychology.

Participants investigate a specific area of Industrial/Organizational psychology. They critically review past and current research, including theory development and empirical findings. Participants work together to integrate past theory and findings, to note inconsistencies in the literature, and to identify promising areas for future investigations.

This course explores development in an organization context. Employee learning and development is a key focus for employees and organizations. This course covers functional job analysis, career development, succession management, multi-source feedback, training, coaching/mentoring and employee counseling.

Participants work with an Industrial Organizational faculty member to conduct research on a topic of mutual interest (other than their doctoral research). They collect and/or analyze data and write up results with the goal of producing a conference presentation and/or a quality publication manuscript.

Participants work with an Industrial Organizational faculty member to conduct research on a topic of mutual interest (other than their doctoral research). They collect and/or analyze data and write up results with the goal of producing a conference presentation and/or a quality publication manuscript.

This course examines theories, research, and application of work motivation and leadership within an organizational context. The course will include a description of classic and contemporary theories of work motivation and leadership, a critical evaluation of the research findings, and a discussion of the application of the research findings to the work environment.

This CCAP practicum is typically undertaken at the Center for Psychological Services, one day a week over a semester, to enhance skills introduced in other clinical courses. Expectations for the course will be based on the student's current level of clinical skill. Students will work with diverse clients, and gain knowledge of ethics and jurisprudence in a clinical setting. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This CCAP practicum is undertaken in a school board, psychological services department for two days a week over one semester. Students will develop clinical assessment skills with a diversity of clients, work with interdisciplinary teams, and apply knowledge of ethics and jurisprudence to educational settings. A passing grade and a satisfactory rating on the practical component must be achieved in PSYC*6690 and PSYC*6700 to enroll in this course. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This CCAP practicum is undertaken in a children's mental health setting two days a week over two semesters. Students will develop complex assessment and therapy skills with diverse clients, work with interdisciplinary team, and apply knowledge of ethics and jurisprudence to mental health settings. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

The CBT practicum is typically undertaken at the Center for Psychological Training, and is intended to foster clinical psychology graduate student training in cognitive behaviour therapy (CBT). This practicum course will involve didactic and experiential components. Students will gain competency with the basics of CBT, gain capability with treatment manuals and undertake at least one ongoing therapy case. This course is open only to graduate students in the Clinical Child and Adolescent Psychology (CCAP) field.

This course is designed to introduce students to the theory, research, and practice of supervision, consultation, and program evaluation in the field of clinical psychology. Students will become familiar with the professional literature relevant to supervision, gain competency with ethical, culturally-competent clinical supervision, and explore models and methods of consultation and program evaluation. This course is open to PhD students in the Clinical Child and Adolescent Psychology (CCAP) field.

A mark of satisfactory (SAT) in this course indicates that a student in the Clinical Child and Adolescent Psychology (CCAP) field has successfully completed a full year (1800-2000 hour) internship in an accredited clinical setting (e.g., CPA or APA) approved by the Director of Clinical Training for CCAP.